【托福听力资料】托福TPO11 听力文本——Lecture 4

TPO 11 Conversation 1entitle [ɪn'taɪtl]v. 使有权利separate ['sɛprət]adj. 分开的；单独的access ['æksɛs]n. 使用之权schedule['skɛdʒul] n. 时间表，计划register ['rɛdʒɪstɚ]v. 登记；注册instructor [ɪn'strʌktɚ]n. 教师enroll [ɛnˈrol] v. 登记extra ['ɛkstrə]adv. 特别地steer [stɪr]v. 引导coach [kotʃ]v. 指导；训练jot [dʒɑt] v. 草草记下；匆匆记下Lecture 1parenting ['pɛrəntɪŋ]n. (父母)对孩子的养育distraction [dɪ'strækʃən]n. 注意力分散predator ['prɛdətɚ]n. 食肉动物；（动物的）捕食性天敌attract [ə'trækt]v. 吸引attention [ə'tɛnʃən]n. 注意；注意力opposite ['ɑpəzət]adj. 相反的nest [nɛst]n. 巢；窝engage [ɪn'ɡedʒ]v. 与……交战injury ['ɪndʒəri]n. 伤害exhausted [ɪɡ'zɔstɪd]adj. 精疲力竭的spread [sprɛd]v. 展开，伸展drag [dræɡ] v. 拉convincing [kən'vɪnsɪŋ]adj. 使人信服的approach [ə'protʃ]n. 接近illusion [ɪ'luʒn]n. 错觉；幻觉fur [fɝ]n. 毛皮swirling [swə:liŋ]adj. 打旋的prime [praɪm]adj. 最好的conspicuous [kən'spɪkjʊəs]adj. 显著的；显而易见的risky ['rɪski]adj. 危险的；冒险的investment [ɪn'vɛstmənt]n. 投资；投入mature [mə'tʃʊr]adj. 成熟的capable ['kepəbl]adj. 有能力的hatch [hætʃ]v. 孵；孵出Lecture 2architecture [ˈɑrkɪˌtɛktʃɚ]n. 建筑学detour ['ditʊr]n. 绕路style [staɪl]n. 风格；式样ranch [ræntʃ]n. 牧场typical [ˈtɪpɪkəl]adj. 典型的；有代表性的drawing ['drɔɪŋ] n. 图画region['ridʒən]n. 地区；地域peninsula [pə'nɪnsələ]n. 半岛narrow ['næro] adj. 有限的；狭窄的principle ['prɪnsəpl]n. 原理；原则apply [ə'plaɪ]v. 应用architect ['ɑrkɪtɛkt]n. 建筑师practical ['præktɪkl] adj. 实际的；实用的accurate ['ækjərət]adj. 准确的；精确的climate ['klaɪmət]n. 气候wet [wɛt]adj. 雨天的foggy ['fɔɡi] adj. 有雾的expose [ɪk'spoz]v. 使暴露relatively ['rɛlətɪvli]adv. 相对地accumulate [ə'kjumjəlet]v. 增加chimney ['tʃɪmni]n. 烟囱efficiently [ɪˈfɪʃəntlɪ]adv. 高效率地；有效地exterior [ɪk'stɪrɪɚ]adj. 外部的；表面的decoration [ˌdɛkə'reʃən]n. 装饰harsh [hɑrʃ]adj. 严酷的reflection [rɪ'flɛkʃən]n. 反射，反映aesthetic [ɛs'θɛtɪk]adj. 审美的，美学的Conversation 2qualified ['kwɑlə'faɪd]adj. 能胜任的，有资格的academic [ˌækə'dɛmɪk]adj. 学术的representative ['rɛprɪ'zɛntətɪv]n. 代表；典型experience [ɪk'spɪrɪəns]n. 经验；经历resume [rɪˈzum]n. 简历；履历thesis ['θisɪs]n. 论文snack [snæk] n. 小吃；点心formal ['fɔrml]adj. 正式的candidate ['kændɪdət]n. 候选人perspective [pɚ'spɛktɪv]n. 观点，想法Lecture 3landscape ['lænd'skep] n. 风景，景色vegetation ['vɛdʒə'teʃən]n. 植物obvious ['ɑbvɪəs]adj. 明显的，显而易见的temperature ['tɛmprətʃɚ]n. 温度，气温citric ['sɪtrɪk]adj. 柠檬的barrier ['bærɪɚ]n. 障碍物，屏障ruin ['ruɪn]v. 破坏，毁坏marshy [ˈmɑrʃi]adj. 沼泽的，湿地的swampy ['swɔmpi]adj. 沼泽的，湿地的unique [jʊ'nik]adj. 独一无二的ecosystem ['ɛko,sɪstəm]n. 生态系统adaptation [ˌædæp'teʃən]n. 适合，适应suitable ['sutəbl] adj. 适当的，相配的transform [træns'fɔrm]v. 改变drain [dren] v. 排水divert [daɪ'vɝt]v. 转移canal [kə'næl]n. 运河susceptible [sə'sɛptəbl]adj. 易受影响的absorb [əbˈsɔrb]v. 吸收release [rɪ'lis]v. 释放moisture ['mɔɪstʃɚ]n. 水分estimate ['ɛstə,met]v. 估计，估量current ['kɝənt]v. 现在的reconstruct [ˌrikən'strʌkt]v. 重建predict [prɪ'dɪkt/]v. 预测，预言dramatic [drə'mætɪk]adj. 给人深刻印象的tiny ['taɪni]adj. 微小的consequence ['kɑnsəkwɛns]n. 结果，影响Lecture 4advertising ['ædvɚ'taɪzɪŋ]n. 广告service ['sɝvɪs]n. 服务systematic ['sɪstə'mætɪk]adj. 有系统的，有规则的approach [ə'protʃ]n. 方法potential [pə'tɛnʃl] adj. 潜在的cover ['kʌvɚ]v. 包含，包括media [ˈmidiə]n. 媒体billboard ['bɪlbɔrd] n. 广告牌avenue ['ævənu]n. 林荫道，大街majority [mə'dʒɔrəti]n.大多数appeal [ə'pil]v. 吸引target ['tɑrɡɪt]v. 目标budget ['bʌdʒɪt]n. 预算tasty ['testi] adj. 美味的，可口的purchase ['pɝtʃəs]n. 购买disastrous [dɪ'zæstrəs]adj. 极坏的，很糟糕的pick up 得到take care of 照顾，照料stick out 坚持be willing to 愿意prior to 在…之前be close to 与…接近in existence 存在drive away 赶走focus on 集中在figure out 明白，理解。

TPO 11 听力原文Conversation 1NarratorListen to a conversation between a student and a university employee. StudentHi, I need to pick up the gym pass.EmployeeOK. I’ll need your name, year, and university ID.StudentHere’s my ID card. And my name is Gina Kent, and I’m first year. EmployeeOK. Gina. I’ll type up the pass for you right away.StudentGreat! This is exciting. I can’t wait to get started.EmployeeOh, this is a wonderful gym.StudentThat’s what everybody has been saying. Everyone is talking about the new pool, the new indoor course. But what I love is all the classes. EmployeeThe classes…?StudentYes, like the swimming and tennis classes and everything.EmployeeOh yeah, but this pass doesn’t entitle you to those.StudentIt doe sn’t?No, the classes fall into separate category.StudentBut, that’s my whole reason for getting a pass. I mean, I was planning to take a swimming class.EmployeeBut that’s not how it works. This pass gives you access to the gym and to all the equipments, into the pool and so forth. But not with team practicing, so you have to check the schedule.StudentBut what do I have to do if I want to take a class?EmployeeYou have to: one, register; and two, pay the fee for the class.StudentBut that’s not fair.EmployeeWell, I think if you can think about it. You’ll see that it’s fair.StudentBut people who play sports in the gym… they don’t have to pay anything. EmployeeYes, but they just come in, and play or swim on their own. But, taking aclass---that is a different story, I mean, someone has to pay the instructor. StudentSo, if I want to enroll in a class.EmployeeThen you have to pay extra. The fee isn't very high, but there’s a fee. So, what class did you say you want to take?StudentSwimming…EmployeeOK. Swimming classes are thirty dollars a semester.I guess I could swing that. But I’m still not convinced it’s fair. So, do I pay you? EmployeeWell, first, you need to talk to the instructor. They have to assess your level and steer you into the right class, you know, beginner, intermediate…StudentYou mean, I have to swim for them? Show them what I can do?EmployeeNo, no, you just tell them a little bit about your experiences and skills, so they know what level you should be in.StudentOh, OK. So, I guess I’ll need an appointment.EmployeeAnd I can make that for you right now. And I’ll tell up you about your gym ID card. You’ll need it to get into the building. Now about that appointment… how does Wednesday at three sounds?StudentFine…EmployeeOK. Then you’ll be meeting with Mark Guess. He’s a swimming instructor. He also coaches the swim team. And here, I’ve jotted it all down for you.StudentGreat! Thanks.TPO11 Lecture 1 BiologyNarratorListen to part of a lecture in a Biology Class. The class has been learning about birds.ProfessorOk, today we are going to continue our discussion of the parenting behaviors of birds. And we are going to start by talking about what are known as distraction displays. Now if you were a bird and there was a predator around.。

11月15日托福机经：听力(新东方)2014年11月15日托福机经：听力(新东方)Conversation 1：是讲学生找老师，前一半忘记了，后面是学生说他做过很多volunteer,intern什么的，想把以前的一个paper改成research，老师说r有点不同，要有问题，解决过程什么的，有问题可以再找老师帮忙，这儿有重听题Lecture1：天文、宇宙膨胀传统观点：gravity pull使得膨胀速度减慢，最后停止。

有人说：宇宙的组成不是原来想的那样。

应该是：可见物质，暗物质，暗能量，后者两测不到。

新观点：暗物质让宇宙膨胀加速。

supernova的brightness随距离变远而变暗。

所以我们可以测量supernova的true brightness和实际britness来测算距离。

但是supernova 这个true brightness不一致，于是，他们找了一组叫la supernova 的东西，这种东西的true brightness一致。

最后证明膨胀是加速的。

Lecture2:建筑。

美国federal style,两个特点。

external:门窗烟囱全部对称+设计简单Internal:复杂，不是普通的房间设计。

这种风格受罗马建筑的影响，有两个方面。

1 英国的注明什么brother firm把这种风格引进us。

2 政府官员也喜欢这种style。

举例Jefferson ,美国第三任总统，他的建筑家，设计了几个政府建筑。

Conversations2：好像是一个人跑去和宿管科的人说什么宿舍问题，他错过deadline，然后被分配到小宿舍，地方小得只能放下一张桌子，但是他没有别的地方，就跑去问宿管科关于宿舍条例之类的，然后对方就给他提供两个方案。

Lecture3：习惯性行为先说自己每天起来都要洗澡刷牙，这就是习惯性行为，给了这个定义。

大概包括两个部分：其中一个的意思是习惯的背景和条件。

然后解释这个condition,举例说每次去路过咖啡馆都要进去。

托福听力真题与解析lecture1.animal grooming2.physical ecology3.静物绘画4.历史上飞机场的建造5.发展心理学小孩心理发展的四个阶段6.艺术史中国青铜器7.earth science8.黄金比例 1.69.物理10.art history11.English literature12.urban planning13.美索不达米亚地区和埃及两种城市化的对比14.青蛙叫15.deer management16.天文学 the death of star17.文艺复兴艺术家赞助商客户conversation1.女生问一个管理员他们的电影社需要的东西，管理员说他不负责这个，但是可以帮她宣传，然后女生就在说自己的电影社2.男生去找自己的anthropology教授3.学生要改善自己的住宿环境4.学生询问作业的选题5.honey bees新托福听力题完整版第一套:Conversation1-论文-选题-English Literature学生提到写罗宾汉Robin Hood。

Conversation2-宿舍-改善住宿环境两个建议：在新造的停车场与宿舍之间种树，改善房屋的保温效果。

Lecture1-物理学-布朗运动(旧题=2016.10.15)布朗运动和random motion。

科学家希望将布朗运动应用到工业上，但是因为particle运动是很难控制的，然后提到了难以控制的原因，而且说这种原因学生们肯定已经知道了，然后说到运用bacteria会更好地控制他们向同一个方向运动，而且可以通过控制氧气的浓度来控制bacteria运动的速度。

Lecture2-艺术史-中国青铜器【此篇对于中国学生来说送分】中国青铜器的鼎盛年代(小黑板：Shang Dynasty Zhou Dynasty)，特点：帝王和贵族使用，用于religious ritual，普通人喝水什么的用陶器，青铜器比同时期希腊的好得多，上面有复杂的雕饰。

【托福听力资料】托福TPO11听力文本——Lecture2【托福听力资料】托福TPO11 听力文本——Lecture 2众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO11 Lecture 2 ArchitectureNarrator：Listen to part of a lecture in an Architecture Class.Professor：T oday, we are taking a little detour from the grand styles ofpublic architecture we’ve been studying to look at residential architectures inthe United States. Since this is something we can all identify with, I think it will help us see the relationship between the function of a structure and itsstyle or form. This has been an ongoing theme in our discussions, and we will begetting back to it in just a moment. But before we get started, I want you to take a moment to think: does anyone know what the single most popular style fora house in the United States is today? Bob?Student 1：“I bet it is the ranch-style house.”Professor：“Well, in this area, probably. But are we typical? Yes, Sue.”Student 2：“How about the kind of house my grandparents live in? They call it a Cape Cod.Professor：That’s the one. Here is a drawing of what we consider of aclassic Cape Cod house. These days, you see this style all over the United States. But it first showed up in U.S. northeast, in theNew England region, around the late 1600s. For those of you who don’t know the northeast coastalregion, Cape Cod is a peninsula, a narrow strip of land that jets out into theAtlantic, and so ... so, many houses in this particular style were built on CapeCod, that the name of the place became the name of the style.Now why did the Cape Cod style house become so popular in the northeast?Well, one reason is that it’s a great example of form following function. We’vetalked about this design principle a lot about form following function. And whatdid we say it meant? Someone give me an application of this principle. What isthis concept that form should follow function? How would it be applied tohousing design?Student 2：Well, if it means that the design of a building should be basedon the needs of the people who use it. Then, well, the architect has to be verypractical to think about the people who’ll actually be living in the house orworking in the office building, whatever, so for the architect, it’s all aboutthe users not about showing off how creative you can be.Professor：Good, of course, for a Cape Cod house, it might be even moreaccurate to say that form also follows climate. Who knowswhat the climate’slike on Cape Cod?Student 1：Cold in the winter…Student 2：And whenever I visit my grandparents, it’s really wet. It’susually either raining or snowing or foggy and windy, too. I guess because it’sso exposed to the ocean?Professor：That’s right. So take an other look at this drawing, and you can imagine how this design might be particularly helpful in that kind of climate. Notice how the house sits fairly low to the ground. This relatively low compact structure helps the house withstand the strong winds blowing off the ocean. And look at the：slope of the roof, the steep angle helps keep off all that rain and snow that accumulates in the winter.Another thing, Cape Cod houses usually face south to take advantage of the sun’s warm through the windows. That’s helpful in winter.Now what can you tell me about the chimney, about its location?Student 2：Well, it’s in the middle. Because, does that have something to do with heating the houses? I mean since the heat never has to travel very far. Student 1：That’d mean you can heat the house more efficiently, right? Professor：Exactly, now see how the house has very little exterior decoration, that’s also typical of early Cape Cod houses. The wind was one reason, nothing sticking out that might blow away in the harsh weather, but there was probably another reason, not related to the climate, more a reflection of rural New England society back then, you see Cape Cod houses were not built in the big cities, where all therich people lived back then. These were modest dwellings, the people who built them simply couldn’t afford lots of expensive decorative details. But it was more than just a matter of money. In these rural areas, people depended on each other for survival. Neighbors had to help andsupport each other in a diff icult environment, so you didn’t want to appear to be showing off. You’d want to avoid anything that might set you apart from your neighbors, the same people you might need to help you someday. So all these help to create an attitude of conformity in the community, and you can see why a modest, a very plain style would have become so widely imitated throughout rural New England.Student 2：It is plain, but you know its nice looking.Professor：Good point, and in fact it’s precisely that aesthetic appeal, the…the purity, the nearly perfect proportions of the house…that’s another reason for the Cape Cod’s enduring popularity, even in places where the climate is so mild that its functional design doesn’t matter.希望这些对你的托福备考有帮助，预祝大家托福考试能取得理想成绩。

智 课 网 托 福 备 考 资 料托福听力TPO11原文 Lecture 3-智课教育旗下智课教育以下是小编为大家整理的托福听力TPO11原文中Lecture 3的文本内容，希望大家能够认真阅读，不懂的地方可以参考翻译，相信会有所收获。

下面就让小编来为大家介绍一下托福听力TPO11原文中Lecture 3的文本内容吧，大家要好好把握，这些都是非常有价值的材料，同时，大家也可以登录智课教育论坛进行TPO练习辅导，希望能够给准备托福听力的同学带来帮助。

TPO11 Lecture 3 Environmental scienceProfessor：When land gets develop for human use, the landscape changes. We don’t see as many types of vegetation, trees, grasses and so forth. This in turn leads to other losses: the loss of animal that once lived there. Err…but these are the obvious changes, but there are also less obvious changes like the climate.One interesting case of this…of…of changes in the local land use causing changes in climate, specifically the temperature is in Florida. Now what comes to mind when you think of the state of Florida?Student A：Sunshine, beaches.Student B：Warm weather, oranges…Professor：Yes, exactly. Florida has long had a great citric industry; large growth of oranges, lemons and the like. Florida’s winter is very mild; the temperature doesn’t often get below freezing. But there are some areas in Florida that do freeze. So in the early 1900s, farmers moved even further south in Florida, to areas that were even less likely to freeze. Obviously, freezing temperatures are danger to the crops. A bad barrier of cold weather, a long spell of frosts could ruin a farm and the entire crop, anyway, before these citric growers moved south, much of the land in south Florida, was what we called wetlands.Wetlands are areas of marshy, swampy land, areas where water covers thesoil, or is present either at or near the surface of the soil for large part of the year. Wetlands have their own unique ecosystem, with plants and animals with special an interesting adaptation. Very exciting, but it’s not what we are talking about today. Emm…where was I?Student A：Farmers moved south?Professor：Oh, yes. Farmers moved south. But the land was not suitable for farming. You can’t grow orange in wetland, so farmers had to transform the wetlands into lands suitable for farming. To do that, you have to drain the water from theland,move the water elsewhere, and divert to the water sources such as rivers. Hundreds of miles of drainage canals were built in the wetlands. Now these areas, the new areas the farmers moved to, used to be warm and unlikely to freeze, however, recently the area has become susceptible to freezes. And we are trying to understand why.Student B：Is it some global temperature change or weather pattern like El Ni?o or something?Professor：Well, there are two theories. One idea is as you suggested that major weather patterns, something like El Ni?o, are responsible. But the other idea and this is the one that I personally subscribe to, is of the changes in the temperature pattern had been brought about by the loss of wetlands.Student A：Well, how would the loss of wetlands make a difference?Professor：Well, think about what we’ve been studying so far. We discussed the impact of landscapes on temperature, right? What affects does the body of water have on an area?Student A：Oh, yeah. Bodies of water tend to absorb the heat during the day, and then they release the heat at night.Professor：Yes, exactly. What you just said is what I want you all to understand. Bodies of water release heat and moisture backinto the environment. So places near large bodies of water are generally milder, err...slightly warmer than those without water. And what I, another think is that the loss of the wetlands has created the situation where the local temperatures in the area are not slightly different, slightly colder than they were 100 years ago, before the wetland were drained.Student B：Emm…do we know what the temperature was like back then?Professor：Well, we were able to estimate this. We have data about South Florida’s current landscape, emm…the plant cover. And we were able to reconstruct data about the landscape prior to 1900. Then we enter those data, information about what the landscape look like before and after the wetlands weredrained.We enter the data into a computer weather model. This model can predict temperatures. And when all the data were entered, an overall cooling trend was predicted by the model.Student B：How much colder does it get now?Professor：Well, actually the model shows a drop of only a few degrees Celsius. But this is enough to cause dramatic damage to crops. If temperatures over night are already very close to the freezing point, then this drop of just a few degrees can take the temperature below freezing. And freezing causes frosts, which kill crops. These damaging frosts wouldn’t happen if the wetlands were still in existence, just as the tiny temperature difference can have major consequences.《环境科学》教授：当土地发展到适应人类使用，景色就发生了变化。

【托福听力资料】托福TPO15 听力文本-Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO 15 Lecture 4 BiologyNarrator: Listen to part of a lecture in a biology class.Professor:OK. We’ve been talking till now about the two basic needs of a biologicalcommunity – an energy source to produce organic materials, you know uh, food forthe organisms, and the waste recycling or breakdown of materials back intoinorganic molecules, and about how all this requires photosynthesis when greenplants or microbes convert sunlight into energy, and also requiresmicroorganisms, bacteria, to secrete chemicals that break down or recycle theorganic material to complete the cycle. So, now we are done with this chapter ofthe textbook, we can just review for the weekly quiz and move on to the nextchapter, right? Well, not so fast. First, I ‘d like to talk about somediscoveries that have challenged one of these fundamental assumptions about whatyou need in order to have a biological community.And, well, there actually were quite a few surprises. It all began in 1977with the exploration of hydrothermal vents on the ocean floor. Hydrothermalvents are cracks in the Earth’s surface that occur, well, the ones we aretaiking about here are found deep at the bottom of the ocean. And these vents onthe ocean floor, they release this incredibly hot water, 3 to 4 times the temperature that you boil water at, because this water has been heated deep within the Earth.Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean’s depth, about 3 kilometers down, way deep to the ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions.First of all, sunlight doesn’t reach that far down so it ’ s totally dark. There couldn’t be any plant or animal life since there’s no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacteria breaking down any dead materials that might have fallen to the bottom of the ocean . And?Student 1 ：And what about the water pressure? Didn ’ t we talk before about how the deeper down into the ocean you go, the greater the pressure? Professor ：Excellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn’t rule out the existence of a biological community down there then these factors certainly would, or so they thought.Student 2：So you are telling us they did find organisms that could live under those conditions?Professor: They did indeed, something like 300 different species.Student 1 ：But... but how could that be? I mean without sunlight, no energy,no no …Protessor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don’t need sunlight because they take their energy from chemical reactions.So, as I said, unlike green plants which are photosynthetic and get their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work?As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas , carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before.Student 2 : Wow! So just add a chemical to a gas, and bingo, you ’ ve got a food supply?ProfessorNot just that! W hat was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called thetube worm. Here, let me show you a picture . The tube of the tube worm is really, really long. They can be up to one and a half meters long , and these tubes are attached to the ocean floor, pretty weird looking, huh?And another thing, the tube worm has no mouth or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。

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